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Structured Studies - Czech Republic Experience Tempus Seminar in Opatija

Explore the developments in tertiary education in the Czech Republic, including increased student numbers, diversification of study offerings, and the challenges of the Bologna Process. Discover the formal division, transferability of study programs, and the transition between the 1st and 2nd cycle.

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Structured Studies - Czech Republic Experience Tempus Seminar in Opatija

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  1. Structured Studies - Czech RepublicExperienceTempus Seminar in Opatija 4-5 March 2005 Věra Šťastná stastna@msmt.cz Ministry of Education, Youth and Sports

  2. Developments in Europe • Increased numbers of students • Different abilities, talent, level of previous education, expectations, social and economic background • Diversification of study offer • Different systems – binary/dual – unitary/rainbow • Complicated and very diversified European landscape → Bologna Process • Structure of study harmonised → organisation of HE is in the competence of particular countries • Harmonisation –10 years (mid term) – time to avoid • Only formal restructuralisation • Wrong understanding in the society ‚incl. students) • Misunderstanding/ confusion among employers

  3. Consequences of massification • Strategic factor • Graduation at lower level → access to the next higher level- the right to apply for admission (No guarantee for admission) • All level qualifications access to labour market (employability) • Quality • The bottle neck moved from „between secondary and higher education“ to „between the 1st and 2nd cycle“ • 1st cycle diversified study paths • Decreasing of drop out - students brought to their highest potential • Traditionally high level of graduates of Master’s study programmes • Recognition education gained outside HE, incl. LLL provisions (of prior learning) – little attention so far

  4. Tertiary system in the CR • Higher Education • HEIs of university type • HEIs of non – university type • Co-operation of a HEI and a TPS • Tertiary Professional Studies – practical, specific • Post - Maturita Studies • Institutions • Of higher education: public, private, state • Of tertiary professional education: regional, private, church

  5. Tertiary system in the CR

  6. Developments in the CR • Extensive growth of students only since 90ieth • Underfinanced (lower % of GDP, lower GDP) • Numbers of students in the tertiary sector certain growth still expected(50% of 19-years + adult students)

  7. Developments in the CR • Extensive growth of HEIs practically finished • Profilation of institutions or within an institution • HEIs/ faculties – in most study programmes top research and scientific training / education • HEIs / faculties – top research and scientific training / education in a limited number of study programmes – the others mainly practical character • HEIs / faculties – mainly practically oriented study programmes (mostly Bachelor's) including further creative activities • Naturally diversified (profiled) – different character – none of them better or worse

  8. BA / MA / PhD • Bachelor´s SP: 3-4 standard years/ 180-240 ECTS • Master´s SP: 1- 3 standard years/ 60 -180 ECTS, on average 120 ECTS • In paralel 4-6 standard years/ 240 - 300 ECTS, on average 300 ECTS • Before the accreditation expires • If the nature requires so • Doctoral SP: 3 standard years

  9. Transferability of Studies

  10. Study Programmes • A study programme must fulfil a number of requirements • a reasonable and meaningful content, • a profile enabling employability of graduates and continuation in a higher cycle programme, • a study programme, especially the first cycle study programme, has to enable graduation for „reasonable“ number of students • curriculum, pedagogical methods as well as different forms of delivery (incl. the distant form or combination)

  11. Characteristics of Study Programmes • Content-profile (concrete knowledge as well more general competences to be able to acquire/update necessary knowledge/skills) • general, specific, narrow oriented; • Workload – constant workload – enabling different proportion of theoretical and practical – different paths within the SP – student's choice – clearly defined what is necessary for continuation in Master's SP – wider range of subjects according to student's choice • Different ratio between mastering the „already known“ and creative activities

  12. Formal DivisionEmployers - Siemens

  13. Good PracticeEmployers - Siemens

  14. Good Practice • Within the first three years • Theoretical subjects must be reduced (moved to 2nd cycle) - practical training involved • Practical could possibly follow the theoretical parts, (reduced to necessary minimum) – repeated • Problem: any study programme should enable employability of graduates and continuation in a higher cycle programme – no formal dead ends -?Continuation in a different study field? • Institute of Chemical Technology in Prague - Bologna principles as well as close collaboration with employers • Charles University – Faculty of Mathematics and Physics

  15. Transition between the 1st and 2nd cycle • Problem – diversity • Within one field • more practical/theoretical path • different institutions • Between different fields • Not desirable to prolong the duration • Important challenge: • Recognition of former learning, including that outside higher education, as well as practical experience • Possibility to enter the system in any age at any level • Using the potential of LLL - development of „preparatory“ programmes?

  16. Numbers of graduates in BA and 1st year MA • 2003 -04 • Graduates – 30 000 • Bachelor's graduates - 12 500 • Continue in MA – 6 000 (+ 2 000 who garduated in previous years) • 1/4 continues at a different HEI • Is it a trend?

  17. Possibilities of recognition of prior learning

  18. Education and Research in structured SPs • Research and development extended → creative activities • At all levels • Different ratio between mastering the „already known“ and creative activities = most important difference between tertiary professional studies, Bachelor's, Master's and doctoral

  19. Knowledge, Skills, Creative Activities • Characteristics of particular cycles

  20. Co-operation between state and institutional level • High degree of autonomy of HEIs • Independent academic representations: Council of Higher Education Institutions (CoHEIs)Czech Rectors Conference • all important decisions of the Ministry must be discussed • Representative Commission (wider participation of stakeholders: Rectors Conference, representatives of bursaries, students,...) • Bologna team: in co-operation with CoHEIs (incl. ECTS promoters) + students + Ministry - information, assistance, consultation, serie of seminars • Bologna web-page: www.bologna.msmt.cz

  21. Concluding remarks • Good legal bases • Focus on implementation • New Strategy of the Ministry (2006-2010) in the field of HE Development - incentives and motivation to implement changes with consequences for funding • Reform of the system of Higher Education based on the reform of state funding • Formula based part of funding – balance output-input indicators Contract based part of funding based on Strategy of the Ministry - support of strength of particular HEIs - sustainable development - longer period • Aims: improvement of access, quality, social situation of studentsmore money into the HE system- better effectiveness of use • Consequently certain evolutionary profilation of HEIs expected

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